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Excerpted from my book Generally Speaking, this paper introduces "concept‐driven sociology," a special way of theorizing designed to reveal abstract social patterns. As such, it examines the methodological process by which we can "distill" generic patterns from the culturally, historically, and situationally specific contexts in which we encounter them. It thus champions a "generic sociology" that is pronouncedly transcontextual (transcultural, transhistorical, transsituational, and translevel) in its scope. In order to uncover generic, transcontextual social patterns, we need to collect our data in a wide range of social contexts. Such contextual diversity is manifested multi‐culturally, multihistorically, multisituationally, as well as at multiple levels of social aggregation. True to its message, the book illustrates generic social patterns by drawing on numerous examples from diverse cultural contexts and historical periods and a wide range of diverse social domains, as well as by disregarding scale. Emphasizing cross‐contextual commonality, concept‐driven sociology tries to reveal formal "parallels" across seemingly disparate contexts. The paper features the four main types of cross‐contextual analogies concept‐driven sociologists tend to use—cross‐cultural, cross‐historical, cross‐domain, as well as cross‐level—disregarding conventionally noted substantive differences in order to note conventionally disregarded formal equivalences. [ABSTRACT FROM AUTHOR]

The aim of this paper is to investigate the usefulness of examples that show typical learner errors in online pedagogical dictionaries of English for the accuracy of error correction as well as immediate and delayed retention of usage. The optimal positioning of examples of errors in entries is also researched. In an online experiment, participants did a sentence correction exercise with the help of purpose-built monolingual dictionary entries, where the provision and positioning of examples showing errors were controlled. Two test versions were created, which differed only in the presence of examples of errors in the entries. Usage retention was observed immediately after the test and two weeks later. The results indicate that it is worthwhile to include examples of errors in online learners' dictionaries because they contribute greatly to the retention of usage in the long run. They also help to rectify errors, though the effect is not statistically significant. The positioning of examples showing errors in entries has no influence on error correction accuracy or usage retention. The study reveals examples of errors to be a valuable induction-oriented stand-alone dictionary component placed outside warning boxes, which typically include explicit grammar rules and promote deduction. [ABSTRACT FROM AUTHOR]

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This study investigates middle school students' reasoning about parallelism and perpendicularity of two line segments. Data were collected from 83 middle school students through an identification task consisting of various examples and non-examples of the parallelism and perpendicularity of two line segments. One-to-one interviews were also conducted with fifteen students to support students' written reasons. The results indicated that middle school students identify parallel/perpendicular line segments by using three types of reasoning: visual reasoning, attribute reasoning, and language-based reasoning. With the influence of the concept images shaped by prototypical and intuitive examples and linguistic factors, some students either focused on non-critical attributes of the concepts as the critical ones or omitted critical attributes of the concepts. Hence, they either identified examples of parallel line segments and perpendicular line segments as non-examples or considered non-examples of the concepts as examples. [ABSTRACT FROM AUTHOR]

With due interpretative caution and trying not to fall into simplification or cliché, it could be stated that the “rational” mind learns with “pure concepts” based mainly on the understanding of the essence and attributes of their objects of knowledge. The “logical” mind, on the other hand, learns to unravel the theoretical consequences of a formula within an abstract language. On its side, the “creative” mind of the designer acquires and achieves the object of knowledge—creativity—through a deep understanding of already completed designs. This paper aims to delve into the process of analysis of design examples, a process that could somehow resemble Alchemy, in which the alembic could be the pencil. Drawing is the analytical tool that allows the designer to distil the essence of the studied references departing from the overflow of images that arrive to the eye. With the gathering of different successful design examples, the designers build up a repository stocked in their memory that enlarges their creative capacity when facing new challenges. [ABSTRACT FROM AUTHOR]

Copyright of Verba: Anuario Galego de Filoloxia is the property of Universidad de Santiago de Compostela, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There is broad agreement that the choice of mathematical examples is central to the teaching of mathematics and that a teacher's choice of examples may either facilitate or impede learners' understanding. From this starting point it can be deduced that programmes of instruction for teachers should include the study of mathematical examples. However, there is much to learn about the kind of professional development that might support beginner teachers in the careful choice of examples. This paper presents a case study of a group of sixteen students on a one-year Primary PGCE (5-11) programme who met each month over the first six months of their course to consider example sets. The research events explored how student responses to examples presented in textbooks changed over time. The outcomes of this study suggest that over time students noticed more about opportunities for generalisation and progression in the mathematical constructs explored in the example sets. Students also noted many of the pedagogical concerns associated with textbook use. The outcomes of this study lead to the recommendation that programmes of instruction include explicit opportunities for beginner teachers to generate, explore and reflect upon examples for real or hypothetical classroom situations. [ABSTRACT FROM AUTHOR]

In this paper, we explore the role that examples play as mathematicians formulate conjectures, and we describe and exemplify one particular example-related activity that we observed in interviews with thirteen mathematicians. During our interviews, mathematicians productively used examples as they formulated conjectures, particularly by creating systematic lists of examples that they examined for patterns, an activity that we call “Comprehensive Example Generation”. We elaborate this construct, and we discuss ways in which it afforded productive conjecturing activity. The results suggest further research and pedagogical implications for explicitly targeting examples in conjecturing, and the study contributes to a body of literature that points to the benefits of exploring, identifying, and leveraging examples in proof-related activity. [ABSTRACT FROM AUTHOR]

Both international examination results and scientific evidence related to the teaching and learning of school algebra point to the necessity for analyzing mathematical practice in the classroom. In this context, we have formulated the research objective of characterizing the mathematical work that teachers favor based on the examples that they implement in the teaching of topics within the domain of secondary school algebra. To this end, this study is situated within the interpretive paradigm utilizing an instrumental collective case study approach. The study design entails the selection of two representative cases of mathematics teachers in Chilean schools, with the objective of understanding and describing their mathematical work in the secondary school classroom based on the examples they present. The results show that the first teacher utilizes varied examples that activate distinct forms of mathematical thinking, promoting the activation of both instrumental and discursive genesis. In contrast, the second teacher follows a more traditional approach, with the use of examples to illustrate and motivate, and a direct presentation of knowledge, activating primarily semiotic genesis, in which a transition between the numerical and the algebraic is lacking. Ultimately, the results highlight the importance of deeper consideration of the choice of examples in the teaching of algebra and how these examples can influence students' learning. Furthermore, additional ideas are put forward for future work in this line of research associated with the use of examples in the classroom. [ABSTRACT FROM AUTHOR]

The post-pandemic recovery of the travel and tourism industry has continued into 2023. Overtourism is a factor limiting the development of famous and successful destinations and causing negative attitudes toward tourism among the local population. Effective regulation and management of overtourism involve proactive planning, stakeholder engagement, and the implementation of sustainable tourism practices. Recently destinations have implemented strict rules for visitors to preserve their environment, resources, cultural heritage, and traditions. The article reveals how famous destinations and European cities deal with the challenges of overtourism. The author examines some 'good practices' and measures taken by stakeholders in handling mass tourism. [ABSTRACT FROM AUTHOR]

In this paper, the existence of absolutely continuous solutions and some properties will be studied for a nonlocal boundary value problem of a state-dependent differential equation. The infinite-point boundary condition and the Riemann–Stieltjes integral condition will also be considered. Some examples will be provided to illustrate our results. [ABSTRACT FROM AUTHOR]

This short paper compiles the main concepts behind some philosophical views, definitions, and examples of causality. This collection spans the realms of the four commonly adopted approaches to causality: Hume’s regularity, counterfactual, manipulation, and mechanisms. This short review is motivated by presenting simplified views and definitions and then supplements them with examples from various fields, including economics, education, medicine, politics, physics, and engineering. I hope this short review is helpful to new and interested readers with little knowledge of causality and causal inference.

In the prologue to the Rhetorica ad Herennium Book 4, the author boldly departs from tradition and explains that he will create his own examples, rather than drawing from poets and orators. This methodological discussion portrays itself as an exemplum and hence carries a meta-literary and mimetic dimension. In particular, this prologue anticipates and illustrates the precept propounded in Book 4; its fine style and rhythm amount to a defense of rhetoric itself; and this defense must be considered in the political and cultural context of the time. [ABSTRACT FROM AUTHOR]

A topical research question is how pre-service teachers develop professional competencies with regard to game-centered approaches such as 'Teaching Games for Understanding' (TGfU). In this context, research on teacher education assumes reflection on teaching examples – including real-life classroom practices – to have positive effects on teachers' professional development. The role of media used in such examples is unclear, however. While text-based teaching examples might be more favorable for novice learners due to a step-by-step presentation of information, video-based examples that capture the complexity and reality of teaching situations might better foster the learning of advanced pre-service teachers. In a field experiment, we taught principles of TGfU to 136 undergraduate physical education (PE) pre-service teachers and randomly assigned them to three conditions: they either reflected by themselves on a video-based or on a text-based teaching example or completed an open-ended planning-task. For the video-based example, a PE teacher and his class staged different scenes of a teaching unit following a script that focused on 'badminton-like' games considering steps and pedagogical principles of TGfU. The video-based example was transcribed and converted into a text-based example. Before the intervention, we assessed the pre-service teachers' knowledge of game-centered approaches. After the intervention, we measured their knowledge of TGfU and affective-motivational variables (interest, challenge, enjoyment, annoyance). The participants had a (rather low) comparable knowledge before the intervention. After the intervention, we found that reflecting on the video-based example had increased the knowledge of TGfU more than reflecting on the text-based example or completing an open-ended planning-task (medium effect). We found no interaction effect of prior knowledge and condition on the knowledge of TGfU at posttest. Participants with a video-based example reported higher interest and enjoyment after the intervention (medium effect). All other affective-motivational variables did not show significant differences. Other studies concentrating on teaching in classrooms found that text-based examples fostered pre-service teachers' competencies better than video-based examples if they had rather low prior knowledge. One explanation for the present finding could refer to the specific field of study: For novice PE pre-service teachers the supposed benefit of text-based teaching examples does not advance the learning process more than the supposed benefit of video-based examples (realistic display of constitutional aspects of PE). Since interest is closely related to (intrinsic) motivation, and the learners' motivation is fostered by realistic and authentic context, our finding regarding the condition effect on interest and enjoyment is consistent with assumptions of situated learning theory. Higher motivation, in turn, could lead to a more elaborate analysis of the video-based example, which may ultimately explain the higher level of knowledge, too. The current findings indicate that video-based examples are a very promising means for PE teacher education. This refers in particular to autonomous work in teacher education because in the present study the pre-service teachers reflected on the teaching examples by themselves. [ABSTRACT FROM AUTHOR]

Frayer Model strategy is one of many main strategies presented to classroom teachers. When these strategies are followed step by step, they can have a positive impact on pupils' achievement. The current study aims at: Investigating the Role of Frayer Model on improvement of EFL preparatory students' achievement. To carry out the study, the hypothesis posed as the following: There is no statistically significant difference between the mean scores of the experimental group, which is taught by of Frayer Model strategy and the control group which is taught by traditional method in post-test achievement. The sample of the current study consists of (60) students in fourth grade of secondary school/ scientific branch which are derived from Al-Aqeeda schools for girls in Tikrit city. Two sections are selected as a study sample: Firstly Group: Represents experimental group that includes (30) students are taught according to Frayer Model strategy. Secondly Group: Represents control group which also include (30) pupils who are taught according to the traditional method. Both groups have been equalized in such variables from educational level of parents, English grades achievement in previous schooling year, and the pretest of both groups. A unified posttest which contains ten questions are constructed to collect data. Face and content validity have been attained. To analyze the data, different statistical means have been used namely T-test, weighted mean and percentile mean to measure the students' post-test. The results explain that there is a statistically significant difference in the mean scores of the experimental group which is taught according Frayer Model strategy and the control group that is taught by using the traditional method. [ABSTRACT FROM AUTHOR]

In this study, we examine the effect of providing examples in the responses to a question about multitasking. Respondents were randomly assigned to one of the three experimental conditions: the first group received one set of examples (watching TV or watching kids), the second group received a different set of examples (walking or talking with someone else), and a final group received no examples. The experiment was embedded in a state-wide dual-frame telephone survey in the United States (N = 1,761). The results of the study show that providing examples did not affect the number of non-survey activities indicated by respondents. However, the examples did affect the activities reported by them, with activities listed as examples being more likely to be reported. [ABSTRACT FROM AUTHOR]

When Hannah Arendt delivered her Lectures on Kant's Political Philosophy at the New School for Social Research in 1970, she held a seminar on Kant's Critique of Judgment to explore aspects of her lecture course in greater detail. This essay probes Arendt's seminar notes with an eye to the concept of 'exemplary validity,' which is at the core of her theory of judgment. Notably, her analysis repeatedly draws on the force of examples, that is, the force of 'exemplary validity.' Her theorization of judgment, itself inevitably subject to her own judgment, can be understood as an enactment of and commentary on the very matter she discusses. It is not by chance but rather symptomatic that her argumentation is permeated by strategically placed examples that seek to persuade us by dint of their exemplary validity. [ABSTRACT FROM AUTHOR]

In this paper, the existence of absolutely continuous solutions and some properties will be studied for a nonlocal boundary value problem of a state-dependent differential equation. The infinite-point boundary condition and the Riemann–Stieltjes integral condition will also be considered. Some examples will be provided to illustrate our results.